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AutorenMatias, Cheryl E.; Viesca, Kara Mitchell; Garrison-Wade, Dorothy F.; Tandon, Madhavi; Galindo, Rene
Titel"What Is Critical Whiteness Doing in Our Nice Field Like Critical Race Theory?" Applying CRT and CWS to Understand the White Imaginations of White Teacher Candidates
QuelleIn: Equity & Excellence in Education, 47 (2014) 3, S.289-304 (16 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1066-5684
DOI10.1080/10665684.2014.933692
SchlagwörterCritical Theory; Whites; Racial Bias; Role; Teaching Methods; Urban Schools; Teacher Education; Preservice Teachers; Race; Discourse Analysis; Psychological Patterns; Imagination; Student Attitudes; Coding; Semi Structured Interviews
AbstractCritical Race Theory (CRT) revolutionized how we investigate race in education. Centralizing counter-stories from people of color becomes essential for decentralizing white normative discourse--a process we refer to as realities within the Black imagination. Yet, few studies examine how whites respond to centering the Black imagination, especially since their white imagination goes unrecognized. We propose utilizing Critical Whiteness Studies (CWS) to support CRT to aid in deconstructing the dimensions of white imaginations. Our findings describe how the white imagination operates inside the minds of white teacher candidates, namely through their (a) emotional disinvestment, (b) lack of critical understanding of race, (c) resurgence of white guilt, and (d) recycling of hegemonic whiteness, all of which negatively impact their role in anti-racist teaching in urban schools. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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